Symposium: Lifeworld as evidence and action: the Vaxjo/Bournemouth Collaboration.
Authors: Galvin, K.T., Dahlberg, K., Todres, L., Keen, S., Horberg, U., Ozolins, L.-L., Ekebergh, M. and Rees, K.L.
Conference: IHSRC 2007- International Human Science Research Conference: New frontiers of phenomenology Beyond postmodernism in empirical research
Dates: 13-16 June 2007
Abstract:After postmodernism, three possible horizons for phenomenological research that are neither positivistic nor scientifically nihilistic are: lifeworld-led care, lifeworld-led education, and how the findings of phenomenological research can make a difference to people’s lives. These three interconnected themes have been pursued by a four year collaborative journey between staff and PhD students from Vaxjo and Bounremouth Universities. This symposium will tell the ongoing story and further development of our work together, in three parts: 1. Lifeworld-led care is more than patient-centred care. This paper sets a philosophical tone by asking: What is distinctive about lifeworld led care and what does this have to offer movements towards more patient-centred care? In doing so, the paper explores: a focus on what people live through in their everyday lives; the nature of well-being and suffering in different context; and a distinctive view of what professionals can do to support these perspectives. 2. Caring for the understanding and use of qualitative research findings Rarely do authors of qualitative research projects move beyond traditional forms of research communication, such as the peer-reviewed journal article. We provide one emerging example of how qualitative research findings are taken back to relevant practice settings in order that the findings can enhance the awareness and practice of practitioners. An example is given from a study of patient’s experiences within forensic psychiatric services.
3. Lifeworld-led Education in Health and Social Care The premise of the paper is that the lifeworld is an important platform for learning. Reflection is seen as the “hub” in the process of learning. Three aspects are used to comprehend the meaning of reflection; the natural attitude, the reflective attitude and the open-minded attitude. Studies of reflective learning at our two universities are used as illustrative examples.
Source: Manual
Preferred by: Les Todres and Karen Rees